<p>This webcast describes the activities and outcomes of Project Career, an interdisciplinary development initiative funded by the National Institute on Disability, Independent Living, and Rehabilitation Research. The purpose of Project Career is to promote Cognitive Support Technology use, academic success, and employment outcomes among 150 postsecondary students with traumatic brain injuries. Project Career partners include Kent State University, Boston University, West Virginia University,and JBS International, Inc.</p>
<p>Phillip Rumrill, Ph.D., CRC, is a Professor and Coordinator of the Rehabilitation Counseling Program and Director of the Center for Disability Studies at Kent State University. He is also the Founding Director of the Multiple Sclerosis Employment Assistance Service, which provides vocational services and supports to people with multiple sclerosis across the United States. A nationally Certified Rehabilitation Counselor, Dr. Rumrill received his bachelor&rsquo;s and master&rsquo;s degrees from Keene State College in New Hampshire and his doctorate from the University of Arkansas. Since completing his doctorate in 1993, he has authored or co-authored more than 173 professional journal articles; 31 book chapters, monographs, measurement instruments, and training manuals; and 11 books entitled The Sandwich Generation's Guide to Elder Care, New Directions in Rehabilitation Counseling, Employment Issues and Multiple Sclerosis (2 Editions), Multiple Sclerosis: A Guide for Rehabilitation and Health Care Professionals, Research in Rehabilitation Counseling (2 Editions) Research in Special Education (2 Editions),Occupational Neurology, and Emerging Issues in Rehabilitation Counseling.</p>
<div>&nbsp;</div>

<p>The purpose of this webcast is to provide insights from a young adult who lives with autism spectrum disorders. Justin will share his experiences and suggestions to navigate a community college setting. He will describe how he identified supports on campus, learned time management skills and how to meet his sensory needs in this new environment. Justin will describe how he accessed and used accommodations in a postsecondary setting as well as provide tips for students, &nbsp;families, educators and other interested learners.&nbsp;</p>
<p>Justin George is 21-years-old and lives in Chesterfield County. &nbsp;He attends J. Sargeant Reynolds Community College and works part time at the Faison School for Autism. &nbsp;Justin is an advocate for people with disabilities. &nbsp; Among other things, Justin enjoys spending time with time with his family and friends, being outdoors and learning about various facts. &nbsp;He also loves to participate in volunteer work with amateur radios. &nbsp;Justin hopes to continue to advocate for others and learn more skills on his journey to becoming more independent.</p>

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https://centerontransition.org/training/viewWebcast.cfm/372

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2016-11-16 00:00:00.0

372

A Journey through Accessing Accommodations in a Community College Setting

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1351310601

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s_henry_tips_for_parents.pdf

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<p>&nbsp;Students with autism spectrum disorders face many challenges as they embark on their transition paths to employment. Educators, parents and families and other practitioners as well as students may have many questions about the transition process to employment.&nbsp;This webcast will provide tips from experts in Ohio, Drs. Shawn Henry and Chris Filler, regarding the secondary transition process, focusing on youth with ASD. Tips for families as their children and youth with ASD make the transition from school to adult life will be the centerpieces of this webcast.&nbsp;</p>
<p>Shawn A. Henry is the executive director at OCALI. A major focus of his work is on systems change, advancing statewide capacity to improve outcomes for individuals with autism and other developmental disabilities. Henry holds leadership roles on national and state advisory boards and interagency workgroups involving policymakers, parents, and professionals. Previously, Henry was the program director at the University of Louisville, Kentucky Autism Training Center. He also served as an elementary special educator for students with autism. His Comprehensive Autism Planning System has been utilized in districts across the country.</p>
<p>Chris Filler has worked in the area of Transition to Adulthood at the OCALI since 2007 and has worked with families, professional and individuals with autism and DD for over 20 years providing consulting, training and technical assistance. She has presented for State and National conferences focusing on autism, behavior, sensory processing, transition and parent-professional collaboration. She is a past president of the Autism Society of Ohio. &nbsp;As the Program Director of the Lifespan Transitions Center at OCALI she focuses on the development of supports and resources for youth and adults with autism spectrum disorders and low incidence disabilities that are transitioning to adulthood. Chris&rsquo; current focus at OCALI is with the Employment First System&rsquo;s Change Initiative, partnering with individuals, families and state agencies to develop an interagency transition framework to support youth as they transition from school to community employment.</p>

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371

Transition Youth with ASD: Tips for Parents

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<p>Employment First is not a program or a plan, it is a movement that aligns and supports the philosophy that all people, including persons with complex support needs, are presumed capable of competitive integrated employment. In 2012, Virginia established the Employment First Initiative to raise expectations, implement better practices, and align policies to promote employment for all. &nbsp;Educators, families, service agencies, and community partners have a vital role in preparing students to live full productive lives in their communities. In efforts to improve the postsecondary outcomes for individuals with disabilities, we must make sure that all stakeholders possess the philosophy that anyone who wants to work is able to do so with the proper support.</p>

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https://centerontransition.org/training/viewWebcast.cfm/382

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382

Employment First for Transitioning Youth

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1351310601

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s_henry_tips_ed.pdf

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<p>Students with autism spectrum disorders face many challenges as they embark on their transition paths to employment. Educators, parents and families and other practitioners as well as students may have many questions about the transition process to employment. &nbsp;This webcast will surround the research and practices at the OCALI Center in Ohio. &nbsp;Drs. Shawn Henry and Chris Filler have developed suggestions for educators regarding best practices for the transition process for youth with ASD.&nbsp;</p>
<p>Shawn A. Henry is the executive director at OCALI. A major focus of his work is on systems change, advancing statewide capacity to improve outcomes for individuals with autism and other developmental disabilities. Henry holds leadership roles on national and state advisory boards and interagency workgroups involving policymakers, parents, and professionals. Previously, Henry was the program director at the University of Louisville, Kentucky Autism Training Center. He also served as an elementary special educator for students with autism. His Comprehensive Autism Planning System has been utilized in districts across the country.</p>
<p>Chris Filler has worked in the area of Transition to Adulthood at the OCALI since 2007 and has worked with families, professional and individuals with autism and DD for over 20 years providing consulting, training and technical assistance. She has presented for State and National conferences focusing on autism, behavior, sensory processing, transition and parent-professional collaboration. She is a past president of the Autism Society of Ohio. &nbsp;As the Program Director of the Lifespan Transitions Center at OCALI she focuses on the development of supports and resources for youth and adults with autism spectrum disorders and low incidence disabilities that are transitioning to adulthood. Chris&rsquo; current focus at OCALI is with the Employment First System&rsquo;s Change Initiative, partnering with individuals, families and state agencies to develop an interagency transition framework to support youth as they transition from school to community employment.</p>

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https://centerontransition.org/training/viewWebcast.cfm/370

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2016-07-20 00:00:00.0

370

Transition Youth with ASD: Tips for Educators

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a_randall_teaching_2016.pdf

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<p>This webcast will provide teaching strategies for building relationships and friendships with individuals with ASD. A video demonstration of strategies with young adults and their parents will be provided.</p>
<p><strong>Amanda Randall, M.Ed., BCBA</strong>, began her teaching at a private residential school for children with autism and behavior disorders. There she carried out IEP goals and implemented behavior support plans to effectively decrease behaviors and increase independence. Amanda immediately became intrigued by the relationship between motivation and behavior. &nbsp;Amanda has served as a program coordinator for children services at an organization who provided after school services, day treatment and camps for students with various disabilities. &nbsp;From there Amanda moved to become the director for an adult community inclusion program. There Amanda was responsible for leading staff to implement behavior plans and individual support plans that would support adults in community settings such as college, jobs and volunteer opportunities. Prior to moving to Virginia, Amanda spent time as an Assistant Clinical Director for adult services and with public schools as an independent consultant to classroom teachers and families. Amanda has worked with interdisciplinary teams of service providers, psychiatrists, and other clinicians to structure comprehensive behavior and medical plans for adults and children with various disabilities.</p>
<p>&nbsp;</p>

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https://centerontransition.org/training/viewWebcast.cfm/366

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366

Teaching Individuals with ASD Skills for Building Relationships and Friendships

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a_randall_assessing_2016.pdf

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<p>This webcast will discuss a resource used to assess the social abilities of individuals with Autism Spectrum Disorders (ASD). A video demonstration of the assessment with young adults and their parents will be provided.&nbsp;</p>
<p><strong>Amanda Randall, M.Ed., BCBA</strong>, began her teaching at a private residential school for children with autism and behavior disorders. There she carried out IEP goals and implemented behavior support plans to effectively decrease behaviors and increase independence. Amanda immediately became intrigued by the relationship between motivation and behavior. &nbsp;Amanda has served as a program coordinator for children services at an organization who provided after school services, day treatment and camps for students with various disabilities. &nbsp;From there Amanda moved to become the director for an adult community inclusion program. There Amanda was responsible for leading staff to implement behavior plans and individual support plans that would support adults in community settings such as college, jobs and volunteer opportunities. Prior to moving to Virginia, Amanda spent time as an Assistant Clinical Director for adult services and with public schools as an independent consultant to classroom teachers and families. Amanda has worked with interdisciplinary teams of service providers, psychiatrists, and other clinicians to structure comprehensive behavior and medical plans for adults and children with various disabilities.</p>

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https://worksupport.com/training/viewWebcast.cfm/365

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365

Assessing Social Abilities of Individuals with ASD

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S_Carr_Pt1NATALIE_tim_tammy.pdf

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<p>This webcast will address how to instruct individuals with ASD who need a higher level of support to obtain successful personal independence in the community. Strategies for reaching independence in the areas of physical health, social health, and community participation will be shared. In addition, Tim Sutton, a law enforcement officer, and Tammy Burns, a parent of a child with an autism spectrum disorder, will share their perspectives on this topic.</p>
<p><strong>Staci Carr</strong> received a Master&rsquo;s degree in education from Harvard University and a Ph.D. in Developmental Psychology from Virginia Commonwealth University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically addressing Social Skills Training and Social Competence, Quality of Life, Transition to College, and Relationships and Sexuality, and first responder training and preparedness. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support individuals in a variety of settings with varying abilities. &nbsp;Additionally, Dr. Carr has consulted nationally on issues related to adolescents and young adults with ASD.&nbsp;</p>
<p><strong>Tammy Burns, M.Ed.</strong>, is the Outreach Coordinator at the Autism Society Central Virginia. &nbsp;Tammy received her BA from Virginia Tech in Elementary Education and her M.Ed. in Curriculum and Instruction, Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate and a volunteer Family Navigator for the Partnership for People with Disabilities, Center for Family Involvement. She is also the Chair of the Chesterfield County Special Education Advisory Committee. &nbsp;She and her husband, Troy, have three teenage children &ndash; Brett, Jared and Amber. &nbsp;Her 17-year-old son, Jared, has autism.</p>
<p><strong>Tim W. Sutton, Virginia Law Enforcement Officer,</strong>&nbsp;is a Sergeant with the Hanover County Sheriff&rsquo;s Office just outside of Richmond Virginia. At the direction of his Sheriff in 2003, he implemented a tracking program for individuals who wander due to Alzheimer&rsquo;s, Autism, and other cognitive disorders. &nbsp;Since that time, he has worked with hundreds families and caregivers of individuals with special needs throughout the community.<span class="Apple-tab-span" style="white-space: pre;"> </span>Since 2010, Tim has also traveled throughout Virginia assisting with the Critical Autism Training (CAT 1) for law enforcement. He also co-facilitates a one day Autism Train the Trainer that is taught throughout the State. Tim lives in Virginia with his wife, son, and twin girls. &nbsp;He continues to work as a law enforcement officer. &nbsp;His company, &ldquo;A Better Understanding LLC&rdquo; is committed to promoting peaceful interactions and positive outcomes. (www.a-betterunderstanding.com) &nbsp;&nbsp;</p>
<div>&nbsp;</div>

<p>This webcast will address how to assist individuals with ASD who have fewer support needs to obtain personal and community independence. Strategies for problem solving, decision making, and interacting with first responders will be included. In addition, Tim Sutton, a law enforcement officer, and Tammy Burns, a parent of a child with an autism spectrum disorder, will share their perspectives on this topic.</p>
<p><strong>Staci Carr</strong> received a Master&rsquo;s degree in education from Harvard University and a Ph.D. in Developmental Psychology from Virginia Commonwealth University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically addressing Social Skills Training and Social Competence, Quality of Life, Transition to College, and Relationships and Sexuality, and first responder training and preparedness. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support individuals in a variety of settings with varying abilities. &nbsp;Additionally, Dr. Carr has consulted nationally on issues related to adolescents and young adults with ASD.&nbsp;</p>
<p><strong>Tammy Burns, M.Ed.</strong>, is the Outreach Coordinator at the Autism Society Central Virginia. &nbsp;Tammy received her BA from Virginia Tech in Elementary Education and her M.Ed. in Curriculum and Instruction, Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate and a volunteer Family Navigator for the Partnership for People with Disabilities, Center for Family Involvement. She is also the Chair of the Chesterfield County Special Education Advisory Committee. &nbsp;She and her husband, Troy, have three teenage children &ndash; Brett, Jared and Amber. &nbsp;Her 17-year-old son, Jared, has autism.</p>
<p><strong>Tim W. Sutton, Virginia Law Enforcement Officer,</strong>&nbsp;is a Sergeant with the Hanover County Sheriff&rsquo;s Office just outside of Richmond Virginia. At the direction of his Sheriff in 2003, he implemented a tracking program for individuals who wander due to Alzheimer&rsquo;s, Autism, and other cognitive disorders. &nbsp;Since that time, he has worked with hundreds families and caregivers of individuals with special needs throughout the community.<span class="Apple-tab-span" style="white-space: pre;"> </span>Since 2010, Tim has also traveled throughout Virginia assisting with the Critical Autism Training (CAT 1) for law enforcement. He also co-facilitates a one day Autism Train the Trainer that is taught throughout the State. Tim lives in Virginia with his wife, son, and twin girls. &nbsp;He continues to work as a law enforcement officer. &nbsp;His company, &ldquo;A Better Understanding LLC&rdquo; is committed to promoting peaceful interactions and positive outcomes. (www.a-betterunderstanding.com) &nbsp;&nbsp;</p>
<div>&nbsp;</div>
<p>&nbsp;</p>

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363

Prompting Personal Health and Independence and Community Participation and Safety for Individuals with ASD

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1351310601

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l_sperry_part2_2016_burns.pdf

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<p>This webcast will address rationale, topics, and teaching strategies related to sexuality education for emerging adults with ASD and developmental disabilities. In addition, Tammy Burns, a parent of a child with an autism spectrum disorder, will share her perspective on this topic.</p>
<p><strong>Laurie Sperry, Ph.D., BCBA-D, MSc Forensic Psychology, Criminology,</strong>&nbsp;is an Assistant Clinical Faculty at Yale University, Department of Psychiatry, Division of Law and Psychiatry. &nbsp;In addition to a PhD and a degree in Forensic Psychology and Criminology, she is a Board Certified Behavior Analyst- Doctoral Level. &nbsp;Her research focuses on people with ASD who come in contact with the criminal justice system to ensure their humane treatment within the system. In addition to publishing numerous articles, presenting at international conferences, and serving as an expert panelist and witness, she has worked around the globe providing training, client services, and outreach.</p>
<p><strong>Tammy Burns, M.Ed.</strong>, is the Outreach Coordinator at the Autism Society Central Virginia. &nbsp;Tammy received her BA from Virginia Tech in Elementary Education and her M.Ed. in Curriculum and Instruction, Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate and a volunteer Family Navigator for the Partnership for People with Disabilities, Center for Family Involvement. She is also the Chair of the Chesterfield County Special Education Advisory Committee. &nbsp;She and her husband, Troy, have three teenage children &ndash; Brett, Jared and Amber. &nbsp;Her 17-year-old son, Jared, has autism.</p>
<div>&nbsp;</div>
<p>&nbsp;</p>

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<p>&nbsp;</p>
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https://centerontransition.org/training/viewWebcast.cfm/362

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362

Decreasing Vulnerability Through Sexuality Education

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zRsZvYLy2u4

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https://www.youtube.com/embed/pVrsFT0Koao

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l_sperry_part1_2016_sutton_burns.pdf

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<p>This webcast will address the dangers and lures that are on the Internet and readily available for access by people with disabilities. &nbsp;She will share proactive resources including explicit sexuality education that utilizes teaching strategies to render the information useful to people with disabilities In addition, Tim Sutton, a law enforcement officer, and Tammy Burns, a parent of a child with an autism spectrum disorder, will share their perspectives on this topic.</p>
<p><strong>Laurie Sperry, Ph.D., BCBA-D, MSc Forensic Psychology, Criminology,</strong> is an Assistant Clinical Faculty at Yale University, Department of Psychiatry, Division of Law and Psychiatry. &nbsp;In addition to a PhD and a degree in Forensic Psychology and Criminology, she is a Board Certified Behavior Analyst- Doctoral Level. &nbsp;Her research focuses on people with ASD who come in contact with the criminal justice system to ensure their humane treatment within the system. In addition to publishing numerous articles, presenting at international conferences, and serving as an expert panelist and witness, she has worked around the globe providing training, client services, and outreach.</p>
<p><strong>Tammy Burns, M.Ed.</strong>, is the Outreach Coordinator at the Autism Society Central Virginia. &nbsp;Tammy received her BA from Virginia Tech in Elementary Education and her M.Ed. in Curriculum and Instruction, Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate and a volunteer Family Navigator for the Partnership for People with Disabilities, Center for Family Involvement. She is also the Chair of the Chesterfield County Special Education Advisory Committee. &nbsp;She and her husband, Troy, have three teenage children &ndash; Brett, Jared and Amber. &nbsp;Her 17-year-old son, Jared, has autism.</p>
<p><strong>Tim W. Sutton, Virginia Law Enforcement Officer,</strong> is a Sergeant with the Hanover County Sheriff&rsquo;s Office just outside of Richmond Virginia. At the direction of his Sheriff in 2003, he implemented a tracking program for individuals who wander due to Alzheimer&rsquo;s, Autism, and other cognitive disorders. &nbsp;Since that time, he has worked with hundreds families and caregivers of individuals with special needs throughout the community.<span class="Apple-tab-span" style="white-space:pre"> </span>Since 2010, Tim has also traveled throughout Virginia assisting with the Critical Autism Training (CAT 1) for law enforcement. He also co-facilitates a one day Autism Train the Trainer that is taught throughout the State. Tim lives in Virginia with his wife, son, and twin girls. &nbsp;He continues to work as a law enforcement officer. &nbsp;His company, &ldquo;A Better Understanding LLC&rdquo; is committed to promoting peaceful interactions and positive outcomes. (www.a-betterunderstanding.com) &nbsp;&nbsp;</p>
<div>&nbsp;</div>
<p>&nbsp;</p>

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https://centerontransition.org/training/viewWebcast.cfm/361

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361

Promoting Internet Safety Among Users with ASD

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https://www.youtube.com/embed/ky6vKmD0ErQ

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2015-10-14 15:45:00.0

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c_filler_raising_expectations.pdf

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<p class="MsoNormal">This webcast will highlight the Employment First efforts in Ohio. Dr. Chris Filler is directing this project and will provide information about how the project was developed and its progress to date.</p>

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https://centerontransition.org/training/viewWebcast.cfm/339

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2015-10-14 00:00:00.0

339

Raising Expectations: Ohio Employment First Transition Framework

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https://centerontransition.org/training/viewWebcast.cfm/339

ky6vKmD0ErQ

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1351310601

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https://www.youtube.com/embed/zxUCWkhyLnA

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2015-10-08 15:45:00.0

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m_davis_part3_20151.pdf

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<p>&nbsp;<span style="color: rgb(34, 34, 34);">This webinar will describe research on characteristics of youth and young adults with psychiatric disabilities related to establishing successful adult work lives. The evidence base for various employment supports and strategies will be reviewed. Tips for how to support peer worker positions, such as peer mentors or coaches, will also be described.</span></p>
<p class="MsoNormal" style="background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><span style="mso-bidi-font-family:
Arial;color:#222222"><o:p></o:p></span></p>

<p>&nbsp;<span style="color: rgb(34, 34, 34);">This webinar will describe research on characteristics of youth and young adults with psychiatric disabilities related to pursuing and achieving postsecondary education and training.&nbsp; It will describe changes from special education to college disability services and important considerations for seeking accommodations in postsecondary education/training. Current innovative practices and the evidence or developing research on specific approaches to provide treatment and academic supports for their success will also be described.</span></p>
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Arial;color:#222222">&nbsp;<o:p></o:p></span></p>

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2015-10-01 15:00:00.0

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10_01_2015_transcript.txt

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https://centerontransition.org/training/viewWebcast.cfm/337

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2015-10-01 00:00:00.0

337

Needs and supports for pursuing postsecondary education and training for youth with psychiatric disabilities

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1351310601

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https://www.youtube.com/embed/jFkDFY6MT6M?rel=0

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2015-09-17 15:45:00.0

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m_davis_part1_2015_MaD reviewed.pdf

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<p class="MsoNormal" style="background-image: initial; background-attachment: initial; background-size: initial; background-origin: initial; background-clip: initial; background-position: initial; background-repeat: initial;"><span style="mso-bidi-font-family:
Arial;color:#222222">This webinar will provide an overview of youth with psychiatric disabilities during the transition to adulthood.&nbsp; It will provide an overview of the important elements of development during this stage of life for all youth, how youth with psychiatric disabilities fare in those developmental tasks, and implications for services.&nbsp; It will also describe challenges to taking on adult role functioning and accessing developmentally appropriate and effective services and supports, summarize the current research on services and supports, and provide resources for youth, providers, and family members.</span></p>

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2015-09-17 15:00:00.0

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https://centerontransition.org/training/viewWebcast.cfm/336

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336

Overview: What are the challenges for youth with psychiatric disabilities as they transition to adulthood

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1351310601

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https://www.youtube.com/embed/3O4xHL3fl9Q?

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2015-09-09 15:45:00.0

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winston_desando_2015_3.pdf

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<p>Staff from the Lexington Center will provide tips based on their work with young adults as they make the transition to independent living.</p>
<div>&nbsp;</div>

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2015-09-09 15:00:00.0

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https://centerontransition.org/training/viewWebcast.cfm/335

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Transition to independent living settings for youth with ASD

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https://www.youtube.com/embed/LlJBISK9A9Q?rel=0

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2015-08-27 15:45:00.0

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winston_desando_2015_2.pdf

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<p>This webcast will focus on how the Lexington Center uses a person centered planning process for youth with ASD as they transition to postsecondary education and training.</p>

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2015-08-27 15:00:00.0

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https://centerontransition.org/training/viewWebcast.cfm/334

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334

What Works: Person Centered Planning for the Transition Process to Postsecondary Education

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https://www.youtube.com/embed/bcWZ4XgChlE?rel=0

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2015-08-12 15:45:00.0

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winston_desando_2015_11.pdf

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<p>This webcast will highlight efforts in upstate New York to promote the transition process to postsecondary education for students with ASD. Suggestions for parents and students will be provided.</p>

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2015-08-12 15:00:00.0

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https://centerontransition.org/training/viewWebcast.cfm/333

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333

Transition to postsecondary education for students with ASD: What families and students need to know

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1351310601

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2014-10-23 15:45:00.0

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erik_carter_2014.pdf

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<p>Connecting youth with disabilities to early work experience is an essential element of effective transition services. This webcast will summarize lessons learned as part of a three-year project focused on promoting summer employment for youth with severe disabilities or emotional/behavioral disabilities. Dr. Carter will address factors associated with youth engagement, review findings from intervention work, and share practical recommendations for increasing access to early work experiences.</p>
<p>Target Audience: Secondary educators and employment specialists who work in transition planning for youth with more complex disabilities.&nbsp;</p>
<p>&nbsp;</p>

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2014-10-23 15:00:00.0

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10_23_2014_transcript.docx

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https://centerontransition.org/training/viewWebcast.cfm/315

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Summer Employment for Youth with Significant, Emotional or Behavioral Disabilities

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https://centerontransition.org/training/viewWebcast.cfm/315

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1351310601

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<p>This webcast will focus on self determination, Discovery and Customized Employment. Discovery is supported by the state of Virginia as an age appropriate transition assessment and the process was designed to assist teams working with students with complex lives to obtain meaningful customized employment. It is a person centered and person directed approach that answers the question &ldquo;Who is this person?&rdquo;</p>

2014-09-25 15:30:00.0

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k_wittig2013.pdf

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2014-09-25 15:00:00.0

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05_29_13_transcript.rtf

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https://centerontransition.org/training/viewWebcast.cfm/296

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Self Determination, Discovery and the Customized Employment Process

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<p>The Process of Discovery surrounds a person-centered approach to gathering information about the prospective worker to guide the development of customized employment and work experience. Discovery answers the question &quot;who is this student?&quot;, &quot;what contributions can he/she make? and &quot;where and when are they at their best?&quot; This process uses portfolios, visual resumes, interviews and observations to uncover the unique contributions, skills and interests that each person can bring to the job.</p>

2014-08-28 16:30:00.0

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condon_Discovery_2012_ho.pdf

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discovery_transcipt.doc

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Process of Discovery

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https://www.youtube.com/embed/nXQc19EKstg

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<p>The Customized Employment 101 webinar will assist special education teachers, transition coordinators and employment specialists of middle and high students in considering person-directed employment beyond the confines of traditional job development. The outcome of customized employment planning is paid, community-based employment for students with complex lives. The features of the model include: transition planning, work experiences and individualized employment opportunities for students driven by their interests, support needs, strengths and contributions. In addition to competitive employment, entrepreneurial options or self-employment as a post-school outcome or as a career experience option are considered for students.</p>

2014-07-24 16:30:00.0

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condon_ce_2012_ho.pdf

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2014-07-24 15:30:00.0

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7_24_14_transcript.doc

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https://centerontransition.org/training/viewWebcast.cfm/293

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Customized Employment

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1351310601

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<p><span style="font-family: Calibri, sans-serif; font-size: 12pt;">As teachers, we often hear concerns from students and families about losing their Social Security benefits if they enter the workforce. This webcast will provide information about how </span><span style="font-family: Calibri, sans-serif; font-size: 12pt;">Supplemental Security Insurance</span><span style="font-family: Calibri, sans-serif; font-size: 12pt;"> (SSI) cash benefits are affected by paid employment and emphasizes how favorably the SSI program treats earned income. Work incentives such as the Student Earned Income Exclusion and Impairment Related Work Expenses are introduced and examples are provided which illustrate how these work incentives can be used to reduce how much earned income Social Security counts when calculating the SSI cash payment amounts.&nbsp;</span></p>
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2014-06-26 16:00:00.0

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L_Miller2014Employment.pdf

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https://centerontransition.org/training/viewWebcast.cfm/292

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Employment and Supplemental Security Insurance for Transition Age Youth

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1351310601

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<p><span style="font-family: Calibri, sans-serif; font-size: 12pt;">Teachers, are you familiar with your role in assisting students with applying for Social Security benefits? This webcast will review your role and will also provide you with a summary of the eligibility requirements for the most common Social Security benefits received by transition age youth:&nbsp; Supplemental Security Income (SSI), Child's Benefits, and Childhood Disability Benefits. Instruction is provided about how to begin the application process for each benefit as well as what to expect during the application process.&nbsp;</span></p>
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2014-05-22 16:00:00.0

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L_Miller2014_Applying.pdf

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Applying for Social Security Disability Benefits for Transition Age Youth

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1351310601

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<p>This webcast provides an opportunity for teachers to gain a deeper understanding of the Social Security benefits and how paid employment affects students. This webcast provides a basic description of the three most common Social Security benefits available to transition age youth: &nbsp;Supplemental Security Income (SSI), Child's Benefits, and Childhood Disability Benefits (CDB). Information is also provided about where Virginia students, families and teachers can get help understanding the Social Security benefits and receive benefits counseling services.&nbsp;</p>

2014-04-24 16:15:00.0

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An Overview of Social Security Benefits for Transition Age Youth

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Webcast Registration: Select Webcast

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